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Bridging the gap between rhetoric and practice: data from 4 studies into the arts and creative writing for personal and professional learning. Dr. Janice K. Jones. 2013 International Conference of the Australian Association for Research in Education (AARE)

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2013 International Conference of the Australian Association for Research in Education (AARE)

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2013 international conference of the australian association for research in education aare

Bridging the gap between rhetoric and practice: data from 4 studies into the arts and creative writing for personal and professional learning

Dr. Janice K. Jones

2013 International Conference of the Australian Association for

Research in Education (AARE)

Adelaide, Australia 1 – 5 December


Acknowledgement of country

Dinawan Dreaming by Donna Moodie

Acknowledgement of Country

I acknowledge the traditional custodians of the lands where USQ teaching and research is conducted: the Gaibal, Jarowair, Ugarapul and Butchulla peoples of Queensland. I honour the wisdom of Elders past, present and future, seeking to walk together in the spirit of reconciliation.


The vision

The vision

  • Educators: Transformative Flexible, creative, adaptable, skilled

  • Broad and deep knowledge of arts theory and practice

  • Learners:

  • Creative, experienced across a broad and deep range of arts and culture

  • Formal learning

  • Lifelong/informal


The vision the practice

The Vision - the Practice?

VISION for education ACARA (2010); MCEETYA (2008)

  • Creativity, adaptability

  • Sustainability

  • Diversity, equity and social justice, includes First Peoples’ ways of knowing/being/doing

  • Holistic - wellbeing affective/relational/cultural/spiritual

Drivers for PRACTICE

  • PISA, NAPLAN

  • Globalisation Neoliberalism: Learners “atomistic” units of economic exchange in competition (Brohman 1995, p. 297)

    Driving Focus on science, maths, literacies, testing, reporting, benchmarking


A new third world

A new ‘third world’?

  • A new Third World of ‘haves and have nots’ in education

  • Fear of the unfamiliar/new

  • Teaching to the test

  • Following set curricula

  • Drill and repeat

  • Unimaginative approaches

  • Playful learning squashed


From transformative to didactic

From transformative to didactic?


The single arts course

The single arts course…

  • First year, 1st semester

  • 15 week arts curriculum course

  • Serves ALL pre-service teachers

  • Visual arts, drama, media, music and dance

  • Fully online

  • With videos

  • 2 weeks per area

  • Textbook, group task + exam

  • Planned return to authentic and community based assessment?


Commencing students confidence in arts creativity sustainability

Commencing students’ confidence in arts/creativity/sustainability

2010 Respondents: 115/537 yr 1 students aged 17 – 30

93.8% believe creativity and sustainability very or extremely important for teaching

82.1% believe understanding nature is important for a sustainable 21st century

But – Minimal experience in the arts or natural environments since primary school?

“I feel locked in my head” (respondent)


Arts confidence drawing

Arts – confidence Drawing


Drama games

Drama games


Performing from a script

Performing from a script


Dance for fun

Dance for fun


In other forms of dance

In other forms of dance


Digital natives

Digital natives?


Not as we imagine

Not as we imagine


Music notation

Music - notation


Making music

Making music


4 studies in teacher education

4 studies in teacher education

  • Educators learning in natural and and play-informed environments

  • Learning by performing – teacher TV stars

  • Becoming a writer

  • Why it matters…

  • Creative and authentic assessment: community-engaged

  • Student films become teaching tools

  • Workshops for schools

  • Troubling – learning as personal, social and contextual

  • Deep reflection


Study 1a arts learning outdoors

STUDY 1a – Arts learning outdoors

  • 6 weeks 120 students: integrated arts experiences in natural environment

  • Students create drama/story performance in context – use shadows/textures/bamboo forest

  • Waterfall, bridges, rocks, winding pathways, cabins and arbours

  • Pre-service teachers rediscover play!


1b experiencing the land 3 ways

1b. Experiencing the Land – 3 Ways

  • Smaller group (12): full day’s immersion experience Gummingurru Stones Site

  • Amarroo Environmental Education Centre

  • Cobb and Co Museum – Settler history

    [Learning through being in the land, understanding in keeping with Indigenous Australian peoples’ ‘ways of knowing/making meaning’]


Study 2a learning by performing pre service teacher workshops

Study 2a: Learning by performing: Pre-service teacher workshops

  • Assessment task: 15 students run workshops in any 3 (or integrate) arts in traditional schools 2005 – 2010) Prepare notes for teacher use.

  • Data gathered - film, student reflections, course evaluations, anonymous surveys

  • Teacher evaluations of the workshops

  • Children’s evaluations of the pre-service teacher workshops


Study 2b the alternative school

Study 2b – The Alternative School


A garden for the arts

A garden for the arts


2013 international conference of the australian association for research in education aare

‘Someone playing music…that’s a wind chime…and that’s a tree with apples on it…that one too…and…that’s the beautiful sandpit and a picnic table

and the beautiful grass all around it.’ Chantelle, 6 yrs

Chelsea aged 5 drew lettuce, sunflowers, beans, carrots, flowers, a sandpit, apple trees, and a pond.


2013 international conference of the australian association for research in education aare

Trust the Child


Study 2c being tv presenters

Study 2c: Being TV presenters


Study 3 becoming writers

Study 3 Becoming writers

  • Critical pedagogy challenged to unlearn and relearn questioning received ideologies

  • “writing stories” (Richardson, 2000)

  • Writing upon writing (Richardson and Adams St Pierre 2005)

  • “Re-writing our world” Wink, 2005


The challenge to write

The challenge to write…

I’ll always love you, Mum by Erin-Pearl Buchner

I remember our day in that busy, bright place,

I remember the warmth from your hand,

I remember how cold the autumn breeze felt,

And how alive my face became from being near you,

I remember the bustle and hurry of that city,

I remember how we ate that huge ice-cream,

I remember walking close to you to keep warm,

With your arm around me,

Even though now that the autumn breeze is blowing again,

I remember savouring that day with you,

But now memories are all that I hold,

As I parent you.

Weaving Words: Personal and professional transformation through writing as research (Jones, J.K. Ed. 2014) Cambridge Scholars Publishing

Pre-service teachers were challenged to write a poem, a playlet or a short story during their final year of study.

Many considered giving up the course – or asked to write ‘something for kids’

However, when they began writing, most found the experience transformative.

…inductive, intuitive, spiralling in approach, poetic methods - if we may speak of assembling words and the wide white spaces around them and using them in such a way as to create a ‘how’ - may provide a choreography, something of the spin and grace of dance (Saunders, 2010, p.362)


Study 4 why it matters

Study 4: Why it matters

  • Disillusioned and unhappy young people bored and lost – rejecting school

  • This group of artists were fulfilled by working together


A challenge for educators

A challenge for educators

  • The alternative school was forced to close in 2008 – 20 families affected

  • The youth centre and safe space to sleep closed in 2011

  • The most rapidly growing form of education in Queensland?

  • Homeschooling.

  • Creative and confident children and teachers and children are vital for our future.


A safe space to make mistakes

A safe space to make mistakes

Importance of being honoured as learners and teachers:

I remember going to class and thinking “Are you nuts? I can’t possibly do that!” …then walking out with a feeling of achievement. I remember going to your office for the first time and seeing my picture on your wall. It was a good feeling.


References

References

Jones, J.K. (2006). Work in progress: The Magic Gardens Project: A child-centred curriculum in a non-traditional school meeting state targets for the arts The International Journal of the Arts in Society, 1(1), 1-16.

Jones, J.K. (2008). In the Third Space: The Storied Self, Uncertainty and Transition. In R. Henderson & P. A. Danaher (Eds.), Troubling Terrains: Tactics for Traversing and Transforming Contemporary Educational Research (pp. 193-210). Teneriffe, Queensland: Post Pressed.

Kalantzis, M., & Cope, B. (2008). New Learning: Elements of a Science of Education. Port Melbourne, Victoria: Cambridge University Press. MCEETYA. (2008). Melbourne Declaration on Educational Goals for Young Australians. Melbourne: Curriculum Co

Phipps, A., & Saunders, L. (2010). The sound of violets: The ethnographic potency of poetry? Ethnography and Education 4(3), 357–387.

Zajda, Joseph (Ed.). (2010). Globalisation, Ideology and Education Policy Reforms New York: Springer Netherlands.


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